国家评估DNP学生使用PICOT方法制定临床问题
Kerry A Milner1, Deana Hays2, Susan Farus-Brown3
1Sacred Heart University Davis and Henley College of Nursing, Fairfield, Connecticut, USA.
Worldviews on evidence-based nursing
|March 1, 2024
概括
护理实践博士的学生经常在临床问题上与PICOT方法作斗争. 改善PICOT的使用对于基于证据的实践和更好的患者结果至关重要.
科学领域:
- 护理教育 护理教育
- 基于证据的实践.
- 临床研究方法论 临床研究方法论
背景情况:
- PICOT (人口,干预,比较,结果,时间) 方法对于制定有针对性的临床问题来指导证据搜索至关重要.
- 护理实践博士 (DNP) 毕业生依靠基于证据的实践来推动组织变革并改善患者的结果.
- 了解DNP学生对PICOT方法的熟练程度至关重要,因为临床问题构成了基于证据的实践的基础.
研究的目的:
- 分析护理实践博士 (DNP) 学生在为他们的DNP项目开发临床问题时如何应用PICOT方法.
- 识别DNP学生在PICOT框架的应用中常见的错误和缺陷.
主要方法:
- 分析了来自认可护理课程的129个公开可用的DNP项目 (2010-2021) 的全国随机样本.
- 项目问题使用评分系统进行评估,以确定缺失的元素,格式问题,方向结果和项目目的清晰度.
- 通过五位研究人员的讨论来达成共识,以确保一致的评估.
主要成果:
- 虽然31%的项目使用PICOT方法确定,但只有6%的项目准确地实施了它.
- 常见的错误包括缺失的组件 (特别是比较,56%),格式不佳 (51.5%),以及不明确的方向结果 (66.7%) 和项目目的 (57.6%).
- 每个问题的平均错误数为2.74 (SD为1.55),这表明正确应用PICOT框架存在重大挑战.
结论:
- 不准确使用PICOT方法可能导致偏见的文献搜索和有缺陷的临床问题识别.
- 在PICOT熟练程度上的差距可能导致过早采用非基于证据的解决方案.
- 学术教师和临床教育工作者必须支持DNP学生掌握PICOT方法,以增强基于证据的实践对质量结果的影响.
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